Distance Learning for Early Childhood Webinar
Universal Design for Learning (UDL) in Distance Learning for Early Childhood Notes.Facilitators:
- Sarah Neville Morgan and Stephen Propheter
Partners:
- In partnership with the California UDL Coalition
Presenters:
- Kathy Wahl, Santa Clara County Office of Education
- Kelly Wylie, Santa Clara County Office of Education
- Brittany Holm, Franklin-McKinley School District
- Olivia DeMarais, California Department of Education
Keynotes
What and Why
- UDL definition: a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn
- Not a "special ed" thing—it's an "everybody" thing
- Three groups of neural networks that drive learning
- Affective is the why—reason we learn
- Recognition is the what—process and store the information
- Strategic is the how—responsible for focusing attention, communicating and creating, and strategic thinking
- Learner Variability—variability is predictable, what we can predict we can plan for
- Curb-Cut Effect—universal support from architecture
- Assists anyone who has trouble with sharp changes in elevation—don't impede anyone
- Closed caption is similar universal support
What UDL Is and Is Not
- Lens, not a checklist
- Way of looking at learning environments and laying out flexible paths to firm goals
- Marathon, not a sprint
- Setting expectations and making slow and steady progress
- Journey, not a destination
- Keep making progress toward the vision using guidelines and rubrics
- Standards-based, not standardized
- Included in state frameworks
- Not one-size-fits-all and not everybody do what they want
- Firm goals, flexible means
The UDL Framework and Guidelines
- Set Clear, Rigorous Goals
- Goals should be flexible and clear.
- Clarify goals vs. lowering expectations.
- Anticipate Barriers
- Identify barriers/problems ahead of time.
- Design Options
- Address barriers by providing multiple options for engagement, representation, and action/expression.
- UDL Guidelines
- Tool for applying the UDL framework to practice.
- Goal of UDL is to develop expert learners.
- UDL Guidelines arranged horizontally and vertically
- Vertical––Engagement, Representation, and Action/Expression
- Horizontal––Access, Build, and Internalize
- Suggestion—start small by focusing on "Access"
- UDL Guidelines not a “prescription” but set of suggestions UDL Guidelines
Myth-busting
- Myth: My early learning classroom is already practicing UDL because I set up stations.
- Reality: Station should have multiple points of access, varied means to interact with methods and materials
- Example: Children first "build" their farm in the block area and have access to multiple media to capture their farm––dictating a story, drawing/painting a picture, etc.
- Reality: Station should have multiple points of access, varied means to interact with methods and materials
- Myth: I teach in thematic units.
- Reality: Thematic units allow for multiple means of exploration within the theme; UDL enables multiple access points, means of representation and action/expression.
- Questions to consider include:
- Is the design of the lessons, stations, and environment comfortable for the children to get to, easy for them to understand, and easy to use?
- Are there both supports and challenges built into the design of the theme?
The Preschool Frameworks, Volume 1, p. 13
- California Preschool Frameworks
- Applies to all young children in California, including children with disabilities or other special needs.
- Frameworks incorporate UDL.
Exploring UDL in Early Learning
- Example of Down on the Farm lesson plans not designed with UDL in mind.
- Ways to build UDL principles into the lesson include:
- Felt board story pieces
- Interactive storybooks
- Audible story or sound effects
- "I Spy" the animals and letters
- Exploring animal names/sounds in multiple languages
- Gamify the letter matching
- Animal tracks on the ground leading to the classroom
- Children working together to build tracks
- Vary the track-making options using 3D figures, cutting out patterns
- Access in early learning focuses on:
- Recruiting interest
- Perception
- Physical action
- Build in early learning focuses on:
- Sustaining effort and practice
- Language and symbols
- Expression and communication
- Internalize in early learning focuses on:
- Self-regulation
- Comprehension
- Executive functions
- Video by Shelly Moore "The End of Average"
Applying UDL in Distance Learning
- Distance Learning = learning outside of the in-person classroom.
- Digital, paper packets, or a combination of both
- Need to be flexible with materials and assessment. Examples below:
- Flexible Methods: engaging the five senses, videos and teacher recordings, creating puppets for story retelling, movement activities such as animal farm yoga
- Flexible Materials: interactive storybooks with found materials/objects, holding up stuffed animals or pictures during songs like Old MacDonald Had a Farm, student sharing about work via digital platforms, nature walks near student homes, charting findings
- Flexible Assessments: offer multiple ways for students to demonstrate learning via live digital platforms with recordings, conversations with parents/caregivers, pictures, work samples
- Lessons can be synchronous or asynchronous. Asynchronous learning will rely heavily on support from parents or caregivers. Ensure parents are clear on learning goals, tasks, as well as frequent home/school communication.
UDL Benefits School Readiness
- Promotes self-regulation
- Means of action and expression
- Promotes perseverance
- Promotes self-advocacy or agency
- Allows for more in-depth exploration and understanding
Importance of Mastery Feedback
- Needs to be timely and frequent
- Needs to be informative
- Should emphasize effort, improvement
Takeaways
- Methods, materials, and assessments need to be flexible.
- Design to the edges—the average learner is a myth.
- Start small—it's a journey, not the destination.
- It's the environment that needs to change, not the students.
Closing
- Additional resources for UDL are available at Padlet
.
Questions:
Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881
Last Reviewed: Friday, September 27, 2024
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